Presentation to the Graduation Rates Committee Ramona Danielson, Research Analyst North Dakota State...
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Cass-Clay Needs Assessment: Focus on Families and Youth Presentation to the Graduation Rates Committee Ramona Danielson, Research Analyst North Dakota State Data Center March 9, 2010
Presentation to the Graduation Rates Committee Ramona Danielson, Research Analyst North Dakota State Data Center March 9, 2010
Presentation to the Graduation Rates Committee Ramona
Danielson, Research Analyst North Dakota State Data Center March 9,
2010
Slide 2
Paradigm shift United Way of Cass-Clay is undertaking a bold
and exciting step - moving from a focus on outcomes and symptoms to
an examination of root causes United Way of Cass-Clays three
priorities: Education Health Income
Slide 3
Our approach to the United Way of Cass-Clay Needs Assessment
How to set parameters? (Cant cover everything) The three pillars
are intertwined and should be viewed holistically Education is the
major underlying thread Education is an ongoing process Therefore,
needs assessment is organized around formative education Primary
and secondary grades Required by law, captures greatest diversity
Sets the stage for future learning (regardless of age)
Slide 4
Three educational stages Recognize process involves stages of
educational development 1. School readiness How well prepared a
person is to enter the educational system 2. In-school success What
influences students performance in school 3. Achievement Logic we
use is transferrable to any age E.g., adult education utilizes
these elements as well
Slide 5
Theoretical framework How can you be an effective change agent?
How can you understand causal links? How does a community identify
what needs should be satisfied in order to impact the desired
behavior/outcomes? We consulted the developmental literature and
utilized Asset Development as a framework to guide our analysis
Frame for what activities are needed to best improve desired
outcomes
Slide 6
What are assets? Combination of skill sets and a supportive
environment Internal = positive experiences and qualities that help
influence the choices people make External = supportive components
of the community, family, or networks that create a nurturing
environment Needs must be viewed from BOTH the individual and
support systems perspective
Slide 7
Availability of data on assets A rich database for the F/M
metropolitan area: Survey conducted in 2007 by Search Institute for
Moorhead Healthy Community Initiative (now Metro Youth Partnership)
Students in grades 4 through 12 in Fargo, West Fargo, and Moorhead
school districts No corresponding data for adults at the time of
our study However, the asset model is transferrable to ANY age
group
Slide 8
Search Institutes Developmental Asset Framework 40 assets
divided into two main groups with subsectors Positive experiences
and qualities that help influence the choices young people make in
their development to adulthood 20 external assets: Support
Empowerment Boundaries and expectations Constructive use of time 20
internal assets: Commitment to learning Positive values Social
competencies Positive identity
Slide 9
Examples of EXTERNAL assets Support Positive family
communication Young person and her/his parent(s) communicate
positively, and young person is willing to seek advice and counsel
from parents. Empowerment Community values youth Young person
perceives that adults in the community value youth. Boundaries and
expectations Adult role models Parent(s) and other adults model
positive, responsible behavior. Constructive use of time Creative
activities Young person spends three or more hours per week in
lessons or practice in music, theater, or other arts.
Slide 10
Examples of INTERNAL assets Commitment to learning Reading for
pleasure Young person reads for pleasure three or more hours per
week. Positive values Restraint Young person believes it is
important not to be sexually active or to use alcohol or other
drugs. Social competencies Cultural competence Young person has
knowledge of and comfort with people of different
cultural/racial/ethnic backgrounds. Positive identity Self-esteem
Young person reports having a high self-esteem.
Slide 11
Three major themes Our needs assessment highlights three themes
that should be considered in order to improve the well- being of
children and families in the F/M area: 1. Asset development among
youth 2. Self-sufficiency among families 3. Important differentials
by location, diverse groups
Slide 12
Selection of data/indicators Utilized Child Trends national
research Provides scientific context to why indicators are
important Availability at focused levels of geography F/M
metropolitan area (i.e., Cass and Clay counties) our primary focus
Focused on primary and secondary educational process
Slide 13
1. Asset development among youth Direct correlation between
assets and risk-taking behaviors Risky behaviors: alcohol, tobacco,
drug use; sexual intercourse; anti-social behavior; violence Youth
in grades 6 through 12 with 10 or fewer assets engaged in 8X as
many risky behaviors than youth with 31 or more assets With every
increase of 10 assets, on average, youth will cut in half the
number of risky behaviors in which they engage
Slide 14
Figure 1. Average Number of Risk-Taking Behaviors (out of 24)
by Asset Level for Students in Grades 6-12 in Fargo, Moorhead, and
West Fargo Schools: May 2007
Slide 15
Asset development Direct correlation between assets and
thriving behaviors Thriving behaviors: success in school, helping
others, valuing diversity, healthy eating, resisting danger Youth
in grades 6 through 12 with 10 or fewer assets engaged in half as
many thriving behaviors as youth with 31 or more assets! Asset
development increases the likelihood of positive outcomes across
the board among youth and adults!
Slide 16
Figure 2. Average Number of Thriving Indicators (out of 8) by
Asset Level for Students in Grades 6-12 in Fargo, Moorhead, and
West Fargo Schools: May 2007
Slide 17
Figure 3. Average Number of Assets (out of 40) that Students
Reported having, by Grade, in Fargo, Moorhead, and West Fargo
Schools: May 2007
Slide 18
Focus on categories of assets Greatest need in F/M area is in
external assets, especially: Support Empowerment Boundaries and
expectations Note: There is a systematic decline in assets by
grade
Slide 19
External: Support Figure 4. Percent of Students in Grades 4-12
Who Report Having Each External Asset, by Grade, in Fargo,
Moorhead, and West Fargo Schools: May 2007
Slide 20
External: Empowerment Figure 5. Percent of Students in Grades
4-12 Who Report Having Each External Asset, by Grade, in Fargo,
Moorhead, and West Fargo Schools: May 2007
Slide 21
External: Boundaries and expectations Figure 6. Percent of
Students in Grades 4-12 Who Report Having Each External Asset, by
Grade, in Fargo, Moorhead, and West Fargo Schools: May 2007
Slide 22
Focus on categories of assets Some important needs in F/M area
regarding internal assets, especially: Social competencies Positive
values Gender differences: Commitment to learning (higher for
girls) Social competencies (higher for girls) Positive values
(higher for girls) Positive identity (lower for girls)
Slide 23
Internal: Commitment to learning Figure 7. Percent of Students
in Grades 4-12 Who Report Having Each Internal Asset, by Grade, in
Fargo, Moorhead, and West Fargo Schools: May 2007 Grades 6 to 12:
Males = 53% Females = 69% Grades 6 to 12: Males = 55% Females =
73%
Slide 24
Internal: Positive values Figure 8. Percent of Students in
Grades 4-12 Who Report Having Each Internal Asset, by Grade, in
Fargo, Moorhead, and West Fargo Schools: May 2007 Grades 6 to 12:
Males = 38% Females = 61% Grades 6 to 12: Males = 38% Females =
60%
Slide 25
Internal: Social competencies Figure 9. Percent of Students in
Grades 4-12 Who Report Having Each Internal Asset, by Grade, in
Fargo, Moorhead, and West Fargo Schools: May 2007 Grades 6 to 12:
Males = 29% Females = 61% Grades 6 to 12: Males = 37% Females =
64%
Slide 26
Internal: Positive identity Figure 10. Percent of Students in
Grades 4-12 Who Report Having Each Internal Asset, by Grade, in
Fargo, Moorhead, and West Fargo Schools: May 2007 Grades 6 to 12:
Males = 57% Females = 44%
Slide 27
2. Self-sufficiency among families Ability for individuals and
families to be self-sufficient is a critical element in the
long-term success of the F/M area Proportion of unmarried women
with at most a high school degree giving birth Poverty among
school-age children by school district Poverty among children with
foreign-born parents Homeless children
Slide 28
Figure 11. Women Who Gave Birth within the Past 12 Months
Percent Who are Unmarried with, At Most, a High School Diploma:
2008
Slide 29
Figure 12. Children ages 5 to 17 Percent Living in Poverty by
Public School District: 2000 and 2008
Slide 30
Figure 13. Children ages 0 to 17 with All Parents Foreign Born
Percent in Poverty: 2008
Slide 31
Figure 14. Homeless Children Enrolled in School as Reported by
Public School Districts: 2007-08 and 2008-09
Slide 32
3. Differentials Data demonstrate marked differences within the
F/M area by location, diverse groups Area is not homogeneous May
find more success with strategic approaches rather than single
solutions intended to fit all Need to pinpoint areas of greatest
need Local context is an integral part of a successful
solution
Slide 33
OUTCOME DATA Organized by the educational stages mentioned
earlier 1. School readiness 2. In-school success 3. Achievement
Data demonstrate there are needs in our community
Slide 34
Stage 1: School readiness Working parents Higher income, in
turn, is associated with many positive child outcomes including
better health, academic achievement, and financial well-being as
adults. Social and emotional development Nevertheless, children
whose skills are far behind those of their new classmates do enter
school at a disadvantage. If they are unable to catch up, they face
greater challenges throughout their school careers. Children who
arrive at kindergarten with social competencies generally have an
easier time forming relationships with their peers and better
school outcomes.
Slide 35
Figure 15. Children Ages 0 to 5 Percent with All Parents in the
Labor Force by School District: 2000 and 2008
Slide 36
Figure 16. Children Ages 4 Months to 5 Years Percent at
Moderate to High Risk for Developmental, Behavioral, or Social
Delays: 2003 and 2007
Slide 37
Stage 2: In-school success Foster care Children in foster care
are more likely to be suspended or expelled from school and to
exhibit low levels of school engagement and involvement with
extracurricular activities. As adults, children who spent long
periods of time in multiple foster care homes were more likely than
other children to encounter problems such as unemployment,
homelessness, and incarceration, as well as to experience early
pregnancy. Alcohol use Alcohol use among youth is associated with a
wide variety of risky behaviors and poor outcomes and is also
related to an increased risk of alcohol dependence in adulthood.
Sexual activity Sexually active teenagers are at an immediate risk
of becoming pregnant and/or of acquiring a sexually transmitted
infection (STI). Adolescents who delay their first sexual
experience are less likely to regret the timing of their first
experience, have fewer sexual partners, and are less likely to be
involved in unhealthy sexual relationships.
Slide 38
Figure 17. Children Served by the Foster Care System Rate Per
1,000 Children: 1991 to 2008
Slide 39
Figure 18. Percent of Youth in Grades 6-12 Who Used Alcohol At
Least Once in Past Month, by Grade and Gender, in Fargo, Moorhead,
and West Fargo Schools: May 2007
Slide 40
Figure 19. High School Students in Grades 9-12 Who Ever Had
Sexual Intercourse: 1995 to 2007 *Planning Region V includes the
North Dakota counties of Cass, Steele, Traill, Ransom, Richland,
and Sargent.
Slide 41
Figure 20. Percent of Youth in Grades 6-12 Who Have Had Sexual
Intercourse at Least Once, by Grade and Gender, in Fargo, Moorhead,
and West Fargo Schools: May 2007
Slide 42
Stage 3: Achievement Math proficiency Young people who
transition to adulthood with limited mathematics skills are likely
to find it difficult to function in society. Basic arithmetic
skills are required for everyday computations and sometimes for job
applications. Competence in mathematics skills is related to higher
levels of employability. Graduation rates Young people who drop out
of high school are unlikely to have the minimum skills and
credentials necessary to function in todays increasingly complex
society and technological workplace. Young adults with low
education and skill levels are more likely to live in poverty and
to receive government assistance. High school drop outs are more
likely to become involved in crime. Idle youth Steady employment is
one of the steps to becoming an independent adult. Higher levels of
education are increasingly necessary to obtain steady well-paying
employment. Males who are neither enrolled in school nor working
are more likely to engage in delinquent behavior or illegal
activities to earn money. Females are more likely to become
dependent on welfare.
Slide 43
Figure 21. Math Proficiency Rates that did not Meet Math
Proficiency Goals, by Subgroup, in the Moorhead Public School
District: 2008-09
Slide 44
Figure 22. Math Proficiency Rates that did not Meet Math
Proficiency Goals, by Subgroup, in the Fargo Public School
District: 2008-09
Slide 45
Figure 23. Math Proficiency Rates that did not Meet Math
Proficiency Goals, by Subgroup, in the West Fargo Public School
District: 2008-09
Slide 46
Figure 24. Graduation Rates by School District: 2008-09
Slide 47
Figure 25. Youth ages 16 to 19 Percent Not Enrolled in School
and Not Working by School District: 2000
Slide 48
Effectiveness of needs assessment Please review the draft
report we provided Will this be an effective tool to assist in your
strategic planning?
Slide 49
North Dakota State Data Center Ramona Danielson, Research
Analyst [email protected] Phone: (701) 231-9496 Dr. Richard
Rathge, Director [email protected] Phone: (701) 231-8621
North Dakota State Data Center at NDSU, P.O. Box 6050, Dept. 8000,
Fargo, ND 58108-6050 Phone: (701) 231-7980 Fax: (701) 231-9730 URL:
www.ndsu.edu/sdc